Knowledge Extraction from Work Instructions through Text Processing and Analysis

The objective of this thesis is to design, develop and implement an automated approach to support processing of historical assembly data to extract useful knowledge about assembly instructions and time studies to facilitate the development of decision support systems, for a large automotive original equipment manufacturer (OEM). At a conceptual level, this research establishes a framework for sustainable and scalable approach to extract knowledge from big data using techniques from Natural Language Processing (NLP) and Machine Learning (ML). Process sheets are text documents that contain detailed instructions to assemble a portion of the vehicle, specification of parts and tools to be used, and time study. To maintain consistency in the authorship process, assembly process sheets are required to be written in a standardized structure using controlled language. To realize this goal, 567 work instructions from 236 process sheets are parsed using Stanford parser using Natural Language Toolkit (NLTK) as a platform and a standard vocabulary consisting of 31 verbs is formed. Time study is the process of estimating assembly times from a predetermined motion time system, known as MTM, based on factors such as the activity performed by the associate, difficulty in assembling, parts and tools used, distance covered. The MTM compromises of a set of tables, constructed through statistical analysis and best-suited for batch production. These MTM tables are suggested based on the activity described in the work instruction text. The process of performing time studies for the process sheets is time consuming, labor intensive and error-prone. A set of (IF AND THEN ) rules are developed, by analyzing 1019 time study steps from 236 process sheets, that guide the user to an appropriate MTM table. These rules are computationally generated by a decision tree algorithm, J48, in WEKA, a machine learning software package. A decision support tool is developed to enable testing of the MTM mapping rules. The tool demonstrates how NLP techniques can be used to read work instructions authored in free-form text and provides MTM table suggestions to the planner. The accuracy of the MTM mapping rules is found to be 84.6%

Towards a Semantic-based Approach for Modeling Regulatory Documents in Building Industry

Regulations in the Building Industry are becoming increasingly complex and involve more than one technical area. They cover products, components and project implementation. They also play an important role to ensure the quality of a building, and to minimize its environmental impact. In this paper, we are particularly interested in the modeling of the regulatory constraints derived from the Technical Guides issued by CSTB and used to validate Technical Assessments. We first describe our approach for modeling regulatory constraints in the SBVR language, and formalizing them in the SPARQL language. Second, we describe how we model the processes of compliance checking described in the CSTB Technical Guides. Third, we show how we implement these processes to assist industrials in drafting Technical Documents in order to acquire a Technical Assessment; a compliance report is automatically generated to explain the compliance or noncompliance of this Technical Documents

#Socialtagging: Defining its Role in the Academic Library

The information environment is rapidly changing, affecting the ways in which information is organized and accessed. User needs and expectations have also changed due to the overwhelming influence of Web 2.0 tools. Conventional information systems no longer support evolving user needs. Based on current research, we explore a method that integrates the structure of controlled languages with the flexibility and adaptability of social tagging. This article discusses the current research and usage of social tagging and Web 2.0 applications within the academic library. Types of tags, the semiotics of tagging and its influence on indexing are covered

Behavior change interventions: the potential of ontologies for advancing science and practice

A central goal of behavioral medicine is the creation of evidence-based interventions for promoting behavior change. Scientific knowledge about behavior change could be more effectively accumulated using "ontologies." In information science, an ontology is a systematic method for articulating a "controlled vocabulary" of agreed-upon terms and their inter-relationships. It involves three core elements: (1) a controlled vocabulary specifying and defining existing classes; (2) specification of the inter-relationships between classes; and (3) codification in a computer-readable format to enable knowledge generation, organization, reuse, integration, and analysis. This paper introduces ontologies, provides a review of current efforts to create ontologies related to behavior change interventions and suggests future work. This paper was written by behavioral medicine and information science experts and was developed in partnership between the Society of Behavioral Medicine's Technology Special Interest Group (SIG) and the Theories and Techniques of Behavior Change Interventions SIG. In recent years significant progress has been made in the foundational work needed to develop ontologies of behavior change. Ontologies of behavior change could facilitate a transformation of behavioral science from a field in which data from different experiments are siloed into one in which data across experiments could be compared and/or integrated. This could facilitate new approaches to hypothesis generation and knowledge discovery in behavioral science

Attitudes to Makaton in the ages on integration and inclusion

The Makaton Vocabulary was developed in the 1970’s and became, and has remained, one of most pervasive and influential pedagogical approaches for children with severe learning difficulties. This article looks at attitudes towards Makaton and compares findings from two studies, carried out in a sample of special schools in the south west of England during 1986 and 1995. Overall, the results suggest that attitudes towards the use of Makaton signs have become more positive. Makaton signs are now regarded, overall, as supporting and facilitating language development, and earlier concerns about stigmatisation have declined. There is some evidence to suggest that this latter change is influenced by changes in attitudes to British Sign Language. The 1986 study predicted that new technology would have a significant impact on attitudes to language and communication systems such as Makaton, but this prediction was not supported in the 2005 study. The article highlights also how different attitudes towards Makaton can exist within the same school, and how this situation can have a significant impact on the educational experiences and opportunities of children with severe learning difficulties. The article concludes that the apparent educational movements of integration or inclusion produce different attitudes towards Makaton and how it is used. However, although Makaton signing has become seen as a tool to create educational inclusion, the extent to which the system itself has actually changed is a contentious issu

Models for Learning (Mod4L) Final Report: Representing Learning Designs

The Mod4L Models of Practice project is part of the JISC-funded Design for Learning Programme. It ran from 1 May – 31 December 2006. The philosophy underlying the project was that a general split is evident in the e-learning community between development of e-learning tools, services and standards, and research into how teachers can use these most effectively, and is impeding uptake of new tools and methods by teachers. To help overcome this barrier and bridge the gap, a need is felt for practitioner-focused resources which describe a range of learning designs and offer guidance on how these may be chosen and applied, how they can support effective practice in design for learning, and how they can support the development of effective tools, standards and systems with a learning design capability (see, for example, Griffiths and Blat 2005, JISC 2006). Practice models, it was suggested, were such a resource. The aim of the project was to: develop a range of practice models that could be used by practitioners in real life contexts and have a high impact on improving teaching and learning practice. We worked with two definitions of practice models. Practice models are: 1. generic approaches to the structuring and orchestration of learning activities. They express elements of pedagogic principle and allow practitioners to make informed choices (JISC 2006) However, however effective a learning design may be, it can only be shared with others through a representation. The issue of representation of learning designs is, then, central to the concept of sharing and reuse at the heart of JISC’s Design for Learning programme. Thus practice models should be both representations of effective practice, and effective representations of practice. Hence we arrived at the project working definition of practice models as: 2. Common, but decontextualised, learning designs that are represented in a way that is usable by practitioners (teachers, managers, etc).(Mod4L working definition, Falconer & Littlejohn 2006). A learning design is defined as the outcome of the process of designing, planning and orchestrating learning activities as part of a learning session or programme (JISC 2006). Practice models have many potential uses: they describe a range of learning designs that are found to be effective, and offer guidance on their use; they support sharing, reuse and adaptation of learning designs by teachers, and also the development of tools, standards and systems for planning, editing and running the designs. The project took a practitioner-centred approach, working in close collaboration with a focus group of 12 teachers recruited across a range of disciplines and from both FE and HE. Focus group members are listed in Appendix 1. Information was gathered from the focus group through two face to face workshops, and through their contributions to discussions on the project wiki. This was supplemented by an activity at a JISC pedagogy experts meeting in October 2006, and a part workshop at ALT-C in September 2006. The project interim report of August 2006 contained the outcomes of the first workshop (Falconer and Littlejohn, 2006). The current report refines the discussion of issues of representing learning designs for sharing and reuse evidenced in the interim report and highlights problems with the concept of practice models (section 2), characterises the requirements teachers have of effective representations (section 3), evaluates a number of types of representation against these requirements (section 4), explores the more technically focused role of sequencing representations and controlled vocabularies (sections 5 & 6), documents some generic learning designs (section 8.2) and suggests ways forward for bridging the gap between teachers and developers (section 2.6). All quotations are taken from the Mod4L wiki unless otherwise stated

Towards OWL-based Knowledge Representation in Petrology

This paper presents our work on development of OWL-driven systems for formal representation and reasoning about terminological knowledge and facts in petrology. The long-term aim of our project is to provide solid foundations for a large-scale integration of various kinds of knowledge, including basic terms, rock classification algorithms, findings and reports. We describe three steps we have taken towards that goal here. First, we develop a semi-automated procedure for transforming a database of igneous rock samples to texts in a controlled natural language (CNL), and then a collection of OWL ontologies. Second, we create an OWL ontology of important petrology terms currently described in natural language thesauri. We describe a prototype of a tool for collecting definitions from domain experts. Third, we present an approach to formalization of current industrial standards for classification of rock samples, which requires linear equations in OWL 2. In conclusion, we discuss a range of opportunities arising from the use of semantic technologies in petrology and outline the future work in this area.Comment: 10 pages. The paper has been accepted by OWLED2011 as a long presentatio